Information Literacy Standards: E.8.3 Create media products appropriate to audience and purpose.
Write informational articles that target audiences of a variety of publications
Use desktop publishing to produce products such as brochures and newsletters designed for particular organizations and audiences
Create video and audiotapes designed for particular audiences
Content Specific Standards: B.8.1 Create or produce writing to communicate with different audiences for a variety of purposes.
Write a coherent and complete expository piece, with sufficient detail to fulfill its purpose, sufficient evidence to support its assertions, language appropriate for its intended audience, and organization achieved through clear coordination and subordination of ideas
Write a persuasive piece (such as a letter to a specific person or a script promoting a particular product) that includes a clear position, a discernible tone, and a coherent argument with reliable evidence
Write a narrative based on experience that uses descriptive language and detail effectively, presents a sequence of events, and reveals a theme
Write clear and pertinent responses to verbal or visual material that communicate, explain, and interpret the reading or viewing experience to a specific audience
Write creative fiction that includes major and minor characters, a coherent plot, effective imagery, descriptive language, and concrete detail
Write in a variety of situations (during an exam, in a computer lab) and adapt strategies, such as revision, technology, and the use of reference materials, to the situation
Use a variety of writing technologies including pen and paper as well as computers
Write for a variety of readers, including peers, teachers, and other adults, adapting content, style, and structure to audience and situation
Stated Objective(s): 1.Students will learn about different types of poems through teacher and professional poet podcasts. 2.Students will create a cinquain poem. 3.Students will create a diamante poem. 4.Students will create a haiku poem. 5.Students will create a couplet. 6.Students will create illustrations for each poem. 7.Students will create podcasts of each poem. 8.Students will scan and upload their illustrations to create an image for their poems. 9.Students will share their podcasts and listen to them via iPods.
Materials: iPods, laptops with wireless internet access, microphones, paper, colored pencils and scanners.
Day 6 & 7: Students recite and record their diamantes as a new podcast.Students create illustrations around the design of their poems (so we can see the diamond shape).Then the students scan and upload their design/illustrations. Students may add sound effects and/or music using Audacity or Garage Band.Students share again. Day 8: Introduce haiku poetry using podcast and worksheet.Assign haiku poem.
Day 9 & 10: Students recite and record their haiku poems.Students create illustrations and scan.Then, students upload the images to display with their podcasts.Students may add sound effects and/or through Audacity or Garage Band. Students share with the class via iPods. Day 11-13:Introduce poetry impersonation using Science Verse book,http://www.writingfix.com/Picture_Book_Prompts/ScienceVerse2.htm and worksheet.Work through the lesson worksheet as a class.
Day 14:Final review of the poem parody.Assign the poem impersonation.
Day 15 & 16:Students recite and record their poem parodies.Students create illustrations and scan.Then, students upload the images to display with their podcasts.Students may add sound effects and/or through Audacity or Garage Band. Students share with the class via iPods.
Day 17: Poetry celebration “coffee house” style.Students will read their poems while drinking hot cocoa.Students will snap their fingers rather than clap to show their appreciation. Students will have time to download all their classmates' poems.
Day 18: Students respond to the reflection questions. questions. 1.The most important thing I learned about poetry was .. . 2.What I liked the most about our poetry unit was . . . 3.If I could change this poetry unit, I would . . . 4.I would have done this differently in this unit . . . 5. My next poem will be about . .
E.8.3 Create media products appropriate to audience and purpose.
B.8.1 Create or produce writing to communicate with different audiences for a variety of purposes.
1. Students will learn about different types of poems through teacher and professional poet podcasts.
2. Students will create a cinquain poem.
3. Students will create a diamante poem.
4. Students will create a haiku poem.
5. Students will create a couplet.
6. Students will create illustrations for each poem.
7. Students will create podcasts of each poem.
8. Students will scan and upload their illustrations to create an image for their poems.
9. Students will share their podcasts and listen to them via iPods.
iPods, laptops with wireless internet access, microphones, paper, colored pencils and scanners.
Day 1: Introduction to Poetry: Students use their iPods to participate in a poetry scavenger hunt by reviewing poetry podcasts and websites:
(http://jollyroger.com/classicalpoetry/
http://www.poetry4kids.com/podcast
http://www.poetry4kids.com/poems
http://www.poetryarchive.org/childrensarchive/home.do
Students record at least five different types of poems in their Writer’s Workshop notebooks. Discuss student thoughts after about 15 – 30 minutes of hunting.
Day 2: Introduce cinquain poem genre using the podcast and worksheet. Assign cinquain.
Day 3 & 4: Students recite and record their cinquain poems. Students create illustrations and scan. Then, students upload the images to display with their podcasts. Students may add sound effects and/or through Audacity or Garage Band. Students share with the class via iPods.
Day 5: Introduce diamante poem genre using the podcast and websites. Assign diamante poem. http://www.readwritethink.org/materials/diamante/
http://teams.lacoe.edu/documentation/classrooms/amy/algebra/5-6/activities/poetry/diamante.html
Use the worksheet to help plan as well.
Day 6 & 7: Students recite and record their diamantes as a new podcast. Students create illustrations around the design of their poems (so we can see the diamond shape). Then the students scan and upload their design/illustrations. Students may add sound effects and/or music using Audacity or Garage Band. Students share again.
Day 8: Introduce haiku poetry using podcast and worksheet. Assign haiku poem.
Day 9 & 10: Students recite and record their haiku poems. Students create illustrations and scan. Then, students upload the images to display with their podcasts. Students may add sound effects and/or through Audacity or Garage Band. Students share with the class via iPods.
Day 11-13: Introduce poetry impersonation using Science Verse book,
and worksheet. Work through the lesson worksheet as a class.
Day 14: Final review of the poem parody. Assign the poem impersonation.
Day 15 & 16: Students recite and record their poem parodies. Students create illustrations and scan. Then, students upload the images to display with their podcasts. Students may add sound effects and/or through Audacity or Garage Band. Students share with the class via iPods.
Day 17: Poetry celebration “coffee house” style. Students will read their poems while drinking hot cocoa. Students will snap their fingers rather than clap to show their appreciation. Students will have time to download all their classmates' poems.
Day 18: Students respond to the reflection questions.
questions.
1. The most important thing I learned about poetry was . . .
2. What I liked the most about our poetry unit was . . .
3. If I could change this poetry unit, I would . . .
4. I would have done this differently in this unit . . .
5. My next poem will be about . .